EMPOWER: Enacting Materials to Promote OWnership, Engagement and Relevance

授权：制定材料以促进所有权、参与度和相关性 授权(制定材料以促进所有权、参与度和相关性)是一项雄心勃勃的计划 使学生能够在当地社区实施变革的计划。下一步的介绍 全美的代科学标准(NGSS)促使许多人努力 设计和传播符合NGSS标准的课程材料。与NGSS保持一致的课程材料旨在 将科学教学从死记硬背转向积极的共同构思 老师和学生。然而，这些课程材料往往没有解决持久性的问题，而且 种族、阶级、健康和环境因素之间有问题的关系，使之微型化 有色人种的学生在他们的社区中面对面。赋权计划的目标是让教师做好准备 调整和颁布课程材料，以处理和回应与社会政治相关的问题，因此 学生将参与、感兴趣并有能力在当地社区实施变革。 在Empower计划中，我们将与3个核心合作伙伴学校的一批教师(约40名)合作 已承诺将与NGSS结盟的单元作为其中学科学的一部分的学区 课程设置。我们的行动理论是支持教师理解他们的学生，他们的当地 教学情境和课程教材会导致1)教师对有效性的看法发生转变 科学教学，2)教师调整课程材料以解决当地问题的能力，以及3) 学生对科学学习的主人翁意识和参与感。这些转变是由2 两种情况下多年的专业学习(PL)活动：1)参加为期一周的暑期活动 讲习班，以及2)在学年期间持续的颁布和反思周期。在 暑期工作坊，教师将调查学生当地的环境和健康问题 社区，并使用这些知识来调整课程，将科学学习直接与这些 问题。在本学年中，教师将进行多个循环的实施和反思 关于与研究人员和他们的地区同事一起适应的课程。在这两种情况下， 人工制品、调查和录像将被用来研究教师信念和适应性的转变 课程材料方面的专业知识，以及学生参与科学学习的情况。在第三年，我们 将与每个队列(约20个)中的教师子集合作，共同开发一个开源视频案例 课程改编图书馆，促进学生的主人翁精神、参与度和参与度。这个 Empower方案的研究活动将导致开发一个开放源码视频 案例库，记录课程法规如何使学生能够处理人类和 他们所在社区的环境健康问题。

EMPOWER: Enacting Materials to Promote OWnership, Engagement and Relevance EMPOWER (Enacting Materials to Promote OWnership, Engagement and Relevance) is an ambitious program that empowers students to enact change in their local community. The introduction of the Next Generation Science Standards (NGSS) across the United States has spurred numerous efforts to design and disseminate NGSS-aligned curriculum materials. NGSS-aligned curriculum materials aim to shift science instruction away from rote memorization and toward the active co-construction of ideas by teachers and students. However, these curriculum materials often do not address the persistent, and problematic relationships between race, class, and health and environmental factors that minoritized students of color face in their communities. The goal of the EMPOWER program is to prepare teachers to adapt and enact curriculum materials to address and respond to issues of sociopolitical relevance, so that students will be engaged, interested, and empowered to enact change in their local community. In the EMPOWER program, we will work with a cohort of teachers (~40) in 3 core partner school districts who have committed to using NGSS-aligned units as part of their middle school science curriculum. Our theory of action is that supporting teachers’ understanding of their students, their local teaching contexts, and the curriculum materials will result in shifts in 1) teachers’ views of effective science teaching, 2) teachers’ capacity to adapt curriculum materials to address local issues, and 3) students’ sense of ownership and engagement in science learning. These shifts are mediated by 2 years of professional learning (PL) activities across two contexts: participation in 1) week-long summer workshops, and 2) ongoing cycles of enactment and reflection during the academic year. In the summer workshops, teachers will investigate the environmental and health issues in students’ local community and use this knowledge to adapt the curriculum to directly connect science learning to these issues. During the academic year, teachers will engage in multiple cycles of enactment and reflection on the adapted lesson with researchers and their district colleagues. Across these two contexts, artifacts, surveys and video recordings will be used to study shifts in teacher’s beliefs and adaptive expertise with curriculum materials, as well as students’ participation in science learning. In Year 3, we will work with a subset of teachers in each cohort (~20) to co-develop an open source video case library of curricular adaptations that promote students’ ownership, engagement, and participation. The research activities of the EMPOWER program will result in the development of an open source video case library that documents how curriculum enactments empower students to address human and environmental health issues in their community.